M.Cur. / The attitude, insight and contribution of a group of unit managers into student nurse education, as well as the problems related to this function, was explored in an exploratory descriptive survey in contextual relation. The target population was confined to hospitals affilliated to the Western Transvaal Nursing College. The attitude of unit managers was found to be positive towards their training function although a lack of insight regarding the program content and training policy regarding the new comprehensive four year course was illustrated. A lack of collaboration between the college and unit managers was also evident, regarding standards and student evaluation. The main recommendations include the design and implementation of inservice education programmes and improved liason between teaching and unit personnel including differentiation of the student-teaching function for unit managers.

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M.Cur. / In the basic vocational preparation of the student nurse, the field of clinical tuition takes on special significance due to the fact that the major part of the student nurse's professional preparation takes place within this field. The clinical practice offers a wide variety of learning opportunities and forms an indispensable bridge between the vast body of knowledge and the world of endeavour the student nurse has to master. There are, however, many traumatic experiences which deeply affect the student nurse in her involvement with the sick, with the result that she has need for an adult in whom she can confide. An adequate number of registered nurses with the necessary subject knowledge and professional skills should be available in the clinical practice in order to provide optimal accompaniment. The participation of the college tutor in clinical practice accompaniment once again manifested itself prominently following the affiliation of nursing colleges with universities. The National Health Council has formulated constitutional guidelines in terms of which accompaniment of student nurses by tutors has been made obligatory. According to the South African Nursing Council, accompaniment encompasses the conscious and purposeful guidance and support of the student nurse, by creating learning opportunities that make it possible for her to grow from passiveness to involvement to independent clinical practice. This process of accompaniment takes place in conjunction with the direct participation and physical presence of the tutor (SANC, 1988 : 4). Such active participation by the college tutor in the process of clinical practice guidance is not functioning optimally "at present. The purpose of the present study was to determine the extent of involvement by the college tutor in this process, and to establish certain guidelines for the implementation of effective participation. In order to obtain the necessary background for the study, a descriptive exploratory survey was undertaken by means of a questionnaire. Input was obtained from tutors, clinical training personnel and ward nurses. Analysis of the data indicated an urgent need for the active participation of the college tutor in the process of clinical practice guidance. . The planning, organisation, and implementation of nursing tuition at the college must be adapted to provide for the active participation of the tutor in this process. Clear guidelines with operational goals have been formulated with respect to the implementation of clinical practice guidance by the tutor.

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M.Cur. / Performance assessment of academic staff (tutor) at a nursing college is an essential component in the establishment of a well-prepared teacher corps which contributes to quality nursing education. There is widespread 'dissatisfaction with the quality of performance assessment of academic staff (tutor). Factors contributing to the ineffectiveness of performance achievement are linked to the performance assessment system itself, on the one hand, and to the person who performs the assessment, on the other hand. The object ofperformance assessment, namely to facilitate quality teaching by academic staff at a nursing college through personal and professional development and to serveas a basis for management decision-making, is destroyed in general, ifnot totally, by the way in which performance assessment of academic personnel is planned and executed. The purpose of this study was to describe performance assessment standards and guidelines fora performance assessment programme for academic personnel at a nursing college based on a conceptual framework. This aimisjustified by meansofa descriptive, explorative, contextual, qualitative research design. The study was conducted in four phases. Phaseone included exploring job descriptions of academic personnel at nursing colleges. Phasetwo dealtwith exploring and describing job expectations of academic personnel at nursing colleges. A qualitative research method, namely focus group interviews, was used to gather data. In phase three a literature control was done in order to refine the conceptual framework. In phasefour, a final conceptual framework was formulated and performance assessment standards and guidelines for a performance assessment program ofacademic staff at a nursing college were described.

M.Cur. (Professional Nursing) / The overall objective of this study is to describe guidelines for professional nurses as clinical learning facilitators. In view of existing problems such as staff shortages, overcrowded wards, student exploitation in the service situation, lack of supervision, assessment and evaluation, lack of student status, block system and inadequate preparation of professional nurses for the clinical learning facilitator's role, nursing education has to strive for excellence in order to be in line with the Reconstruction and Development Programme, the National Health Plan, the message of the Minister of Education in the White Paper on Education and Training in South Africa, the South African Nursing Council, the South African Nursing Association, and the economical, social and technological changes in South Africa.

M.Cur. (Nursing Education) / A National Family Planning Programme was launched during 1974 by die Government in the Republic of South Africa (R.S.A). The rendering of the clinical family planni~g services was assigned to medicalpractitioners and nurses. Special courses were instituted in the main centres of the R.S.A with the aim of supplementing knowledge which wasgained by nurses during their basic training. Since no curriculum can be considered as being perfect, it was intended withthis study to evaluate the present curriculumand to determine whether the methods of presentation are effective. A literature study was conducted and it was found that the family planning programme is directed towards the improvement of health and not population control. Curriculum building was studied in depth and a survey was conducted by means of a questionnaire. The curriculum, teaching methods and techniques implemented to prepare nurses to practice as clinical family planning nurses were researched. The findings indicated that the course content included subject matter that was already known to the nurse. The importance of having training officers to conduct the course who are proficient in adult teaching became evident. It is therefore recommended that only certain aspects of the present course be presented bypersonswho are skilled in adult teaching.

M.Cur. / Over the years the field and scope of the Registered Tutor in South Africa has become more comprehensive. The nurse tutor's activities have extended from just the preparation of school leavers who entered professional training to the formal education of nurses at all levels of basic, post-basic and post-graduate nursing programmes and informal education, to highly experienced professional nurses in in-service and informal continuing education programmes. The nurse tutor's educational duties cover both the classroom and the various fields of nursing practice. She is therefore concerned with the educative process at a variety of levels. In the clinical teaching situation she might have to participate in health education activities for patients, clients and relatives and educate future and newly qualified nurse practitioners to fulfil their role as health educators, as well as instructors of students, pupils and assistant nurses. To some extent she also participates in the education of other health service personnel either at formal or at clinical instruction level. Since 1986 the nurse tutor's scope has further extended with the institution of the comprehensive four-year course. Her administrative functions namely planning, organisation, accompaniment and evaluation contributes to her main function teaching. The new course provides for the opportunity to use a variety of teaching methods besides the traditional lecture method. Also, she participates in curriculum building as well as the planning of her own syllabus. She now also has a greater input in the clinical field by guiding the students.

M.Cur. / The effective application of learning opportunities for health care necessitates attention for practice. A conceptual guideline has been compiled according to a literature study in order to determine the practice of health education. In this research into learning opportunities for the presentation of the module, mother and child health services in community health nursing, the method adopted was the following: the student nurse was actively involved in the teaching process by way of group discussion, thereby acquiring greater cognitive skill s, through practical guidance the student nurse is given an opportunity to master interpersonal skills, The results have shown that student nurses ought to be exposed to various teaching methods as early in their trainfng as possible in order to exercise in practfce, the mastering of interpersonal skill s, In order to demonstrate the effect of group activity and role play to the student nurse, certain recommendations have been made. The most important include the following: It would appear that' traditional lecture methods .alone are not sufficient for the training of student nurses in the field of rendering health counselling. The student nurse should therefore be actively involved through teaching methods such as group discussions and role play. As early in the student nurse's training as possible the importance of establishing and maintaining sound interpersonal skills for effective health counselling should be emphasized.

M.Cur. (Professional Nursing) / The purpose of this study is to describe the guidelines for creating a cultural sensitive learning context. In present- day South Africa the learning accompanist is faced with the challenge to create a didactic situation which accommodates the cultural diversity of students. In the dynamic interactive relationship between the learning accompanist and the student, the student has the right to be treated with respect and human dignity. This right can only be respected if the learning accompaniment takes place from a cultural- sensitive perspective. The paradigmatic perspective that guides this research is described by means of metatheoretlcal, theoretical and methodological assumptions. The Nursing Theory for the Whole Person was used as meta- theoretical assumption. the theoretical assumptions were set from the Nursing Theory for the Whole Person. the U Model vir begeleide selfstudie .. (Klopper 1994) and Chrisman's (1991) .. Cultural Sensitive Nursing Care u. The methodological assumptions of the study are based on Botes" research model (1992) implying a functional approach to practice of science. The experience of the learning accompanists and students in a multicultural learning context was explored and supported by literature. From this data statements were generated indiVidually for phase I and phase II of the research. Eight statements were generated from each phase. In chapter four the conceptual framework is described from concepts of phases I and II and relevant national and international literature. With the description of the conceptual framework main concepts and related concepts were determined analytically. A total of nineteen statements were generated from the main and related concepts. A total of thirty five statements were generated from phases I and II and the conceptual framework. The guidelines for creating a cultural- sensitive didactic situation were inferred by means of deductive and inductive reasoning from these statements. The guidelines focus on the actions a learning accompanist should carry out within a multicultural didactic situation in order to carry create a cultural- sensitive didactic situation. The unique contribution of this research arises from the description of a multicultural didactic situation of nursing within the constructivist learning perspective.